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The SDLRS Explained

The power of storytelling.
by Patrice Rasmussen on 11 July 2013

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Transcript of The SDLRS Explained

TECHNIQUE:
Frameworks & Metaphors
How to handle complexity?
Stories bring data to life.

“Facts need the context of
when, who, where
to become Truths.”

A. Simmons - The Story Factor
Most audiences:
Hard data?
No fabels?
Impatient?
Your credibility is at stake!
What can storytelling do?
Data collection procedure "The SDLRS was administered to a totla of 307 individuals in the groupsprev iosuly described. . (Gugliemino, p. 44))
Storyboard
by using mindmapping
What is this good for?
•Coaching your ability to allow stories
to float to the surface without thinking to much.
•Practicing decision-making.
•Fast adaptation to your present audience.
•Self-observation.
Storytelling techniques can help us to take facts important and small from your research experiences and weave together information in one format that brings data to life: the story.
Storytelling done well pauses the speed button, restoring our mental peace well enough to not just listen but digest, to resonate with the information we have at hand.
www.corporatestoryteller.be
And while you could just show
a single slide in your presentation
or single paragraph in your proposal of your metaphor...

the true simplification and power comes from:

extending your metaphor throughout the entire presentation and integrating it into each of the complex details.
The value of a great metaphor is that it can summarize your entire presentation in a single concept.

It can encapsulate everything you are trying to say in a single place, simplified and holistic, like a dashboard in a car that displays relevant information that makes driving easier.
What metaphor
to use?
Think of Things Everyone Know
Think About What You Are Presenting: Oversimplify
Think About What You Know
"The instructions did not include specific reference to the purpose of the instrument. " (Gugliemino, p. 40)
"
Factor Analysis
"extract as many factors as there are variables,in this case, the items on the SDLRS." (Gugliemino, p. 57)
Preliminary steps for factor analysis include the development of an intercorrelation matrix for all variables; low levels of intercorrelation are desirable."(Gugliemino, p. 57)
"Principal components factor analysis with orthogonal rotation was used." (Gugliemino, p. 60)
"Thirteen factors emerged in the initial analysis." (Gugliemino, p. 60)
Factor 3: " Factor 3 appreas to involve the active pursuit of baffling questions, recognition of desires for learning, preference for active participation in the shaping of learning experienes, confidence in the ability to work well on one's own, love of learning, satisfaction with reading comprehjension skills, knowledge of learning." (Gugliemino, 1977, p. 64)
F "Factor 4 was named "Informe Acceptance of reonsbiolility for One's Own Learning." (Gugliemino, 1977, p. 65)
Factor: 5: "Factors 5 involved admiration of "people who are always learning new things, " a strong desire to learn, and an enjoyment of inquiry; this factros was name " Love of Learning." ((Gugliemino, 1977, p. 64)
Factor 5 involved admiration of "people who are always learning new things," a stong desire to learn, and an enjoyment of inquiry this factor was named "Love of Learnning." (Gugliemino, 1977, p. 66)
"Factor 6 reflected the learner's creativity." (Gugliemino, 1977, p. 66)
"Factor 7 appreaded ro represent a positive orientation tot eh future....lifelong learner.. and a tendency to view problems as challenges rather than stopsigns. (Gugliemino, 1977, p. 67)
Factor 8: "it can be described as the ability to use study skills and proble-solving skills."
"Each factor in the eight-factor solution will be interpreted and the items loading on that factor listed. ((Gugliemino, 1977, p. 60)
Havighurst
Havighurst
Social Roles
Motivation
Academic
Extrinsic
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